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The present study focuses on the involvement of a parent in their child's learning processes, particularly, their help-giving orientation while learning at home. The main goal of the study was to identify the connection between the parent's personal characteristics and the help-giving orientation the parent provides to their child: autonomous vs. dependent (parent as student) help-giving. The sample was collected using online participant recruitment surveys in Israel. In total, 306 parents aged 27–59, who had at least one child in elementary school, answered five questionnaires measuring the research variables: the short grit scale; the satisfaction with life scale; the advice/affect management–overparenting subscale; the parenting sense of competence scale; the parental help-giving orientations scale (PHGOs), and a background questionnaire. The findings identified negative associations between parental personal characteristics (grit, advice/affect management, well-being) and parent-as-student orientation and positive associations between the parent's characteristics and parental autonomous help-giving orientation, with all of these effects at least partially mediated by parental self-efficacy (indirect effects). The results provide greater insight into the relationship between a parent's personal characteristics and their choice of assistance to their child and contribute to the knowledge regarding parental involvement in learning at home and educational contexts in general. [ABSTRACT FROM AUTHOR]

• This RCT evaluated PPOP, a new home-based PMT intervention developed in Israel. • PPOP effectively reduced preschoolers' disruptive behaviors (d = 3.35). • PPOP Effects were also large for parenting stress and self-efficacy (d = 1.78; 1.32). • All positive gains were maintained at follow-up. • Attendance was high; dropout was low; parents were highly satisfied with the program. Parent management training (PMT) is a well-established approach for treating young children's disruptive behavior. This randomized controlled trial (RCT) examined the effectiveness of Positive Parenting for Oppositional Preschoolers (PPOP), an Israeli-developed PMT intervention for treating young children's opposition and accompanying disruptive behaviors. Eighty-five Israeli parental couples (170 individuals: 85 fathers, and 85 mothers) with a 3–6-year-old child exhibiting non-clinical disruptive behavior were randomly assigned to either an 8-session PPOP (N = 42) or a waitlist control group (N = 43). Parents completed measures of child disruptive behavior, parenting stress, and parental self-efficacy before and after the intervention and at a 3-month follow-up. The intervention effects (Cohen's d) were very large for children's disruptive behavior (d = 3.35), parenting stress (d = 1.78), and self-efficacy (d = 1.32). Improvements were only evident for the PPOP group, and all gains were maintained at follow-up. Participants in the waitlist control group did not report changes in their child's behavior, parenting stress, or parental self-efficacy. PPOP had a very low dropout rate (4.76%) and a very high attendance rate for mothers (100%) and fathers (98.7%). Both parents were highly satisfied with the parent training program. This study provides evidence of the effectiveness of PPOP, a new home-based PMT intervention developed in Israel. In the short and long term, PPOP effectively treats young children's non-clinical disruptive behavior, reduces parenting stress, and increases parental self-efficacy. [ABSTRACT FROM AUTHOR]

This questionnaire-based study compared 36 Israeli lesbian mother families (n = 72 lesbian mothers) formed by donor insemination, 39 Israeli gay father families (n = 78 gay fathers) formed by gestational surrogacy, and 36 Israeli heterosexual parent families (n = 72 heterosexual parents) formed by assisted reproduction (without donated gametes), all with a target child aged 3–10 years. The families were examined for parents' assisted conception socialization self-efficacy, depression, negative and positive affect, life satisfaction, positivity, resilience, social support, and child externalizing problems. Multiple factors associated with child externalizing problems were also examined. Multilevel modeling analyses indicated that parents' assisted conception socialization self-efficacy did not differ between family groups; however, lesbian mothers and gay fathers reported fewer child externalizing problems and greater social support, relative to heterosexual parents. Also, lesbian mothers—but not gay fathers—reported lower levels of depression, greater life satisfaction, and more positivity than did heterosexual parents. Finally, irrespective of family type, greater assisted conception socialization self-efficacy was associated with fewer parent-reported child externalizing problems. Findings are interpreted in light of the cultural socialization framework and Israel's familistic and pronatalist environment. Implications for health professionals, educators, and policymakers working with diverse family forms are discussed. Highlights: Parents' assisted conception socialization self-efficacy and child externalizing problems were compared between lesbian, gay, and heterosexual parent families. Parents' assisted conception socialization self-efficacy did not differ between family groups. Lesbian mothers and gay fathers reported fewer child externalizing problems and greater social support, relative to heterosexual parents. Irrespective of family type, greater assisted conception socialization self-efficacy was associated with fewer parent-reported child externalizing problems. [ABSTRACT FROM AUTHOR]

The study examined the relationship between a mother's earning advantage over her husband, and three aspects of the parenting experience: the cognitive aspect (examined through the concept of parental self-efficacy), the emotional aspect (examined through the quality of the relationship with the children), and the behavioral aspect (examined through parental involvement in childcare). The sample included 246 Israeli Jewish participants who were not married to one another and do not share a household (85 fathers and 161 mothers). Fathers with traditional gender role attitudes whose income is lower than that of the mothers scored lower than other participants on paternal self-efficacy, and experienced less closeness and lower satisfaction in their relationship with their children, regardless of gender. The findings indicate that fathers who hold traditional gender role attitudes and do not serve as main providers constitute a particularly vulnerable group in terms of the parenting experience. [ABSTRACT FROM AUTHOR]

Background: Although children across the world experience Developmental Disabilities, most research on DD has been conducted using Western cultural perspectives and has primarily focused on mothers, leaving significant gaps in the literature. This study intends to fill some of these gaps by exploring and gaining an understanding of the experiences of fathers raising children with DD. Thus, the aim of this study was: to examine whether stigma, somatization, and parental self-efficacy were associated with stress among Bedouin fathers of adolescents with DD. Besides, the relationship between somatization and stress was examined in this study, as it is mediated by the sense of stigma, as well as the intensity of the mediation of the knowledge of shame, between paternal self-efficacy and stress.Methodology: Notably, ninety Bedouin fathers of adolescents with DD completed five questionnaires. These questionnaires included demographic, stigma, parental self-efficacy, and stress and somatization questionnaires.Results: Significantly, the study findings indicate significant negative relationships between general stress and parental self-efficacy, parental and economic stress and parental self-efficacy, and sense of stigma and parental self-efficacy. Also, the findings indicate significant positive relationships between stigma and anxiety, fear and somatization, and stigma and somatization.Conclusions: Arguably, concerning the findings of the study, intervention programs that are culturally tailored and that concern cognitive-behavioral foundations are recommended to help fathers cope with their sense of stigma. Further, the intervention programs help to deal with stress and somatization and to increase their understanding of parental self-efficacy in raising their child. Therefore, these cultural intervention programs should take into account the individual and his extended family, and place of the family in his life, considering the cultural values and the honor of the family. Further, the programs should take into account the centrality of religion and an awareness of the impact of the social hierarchy and the status of the fathers in the community and on the child with disabilities. In essence, these areas are focal points of power that can assist in providing solutions for the intervention program. Also, it is essential to refer to the living and economic conditions of this community. [ABSTRACT FROM AUTHOR]